|
Growing Up and Facing Change
Unit Overview
GROWING UP AND FACING CHANGE -- ALL CAPITAL
| 6th grade |
| 11 lessons |
| Students write a
personal narrative that chronicles a sequence of three or more
events and includes sensory details. This narrative is based on
students’ experiences with growing up and facing change. Prior
to the writing process, students explore a variety of texts that
center on this theme. |
| lUse of sensory details to
write a narrative. |
| This unit consists of eleven
lessons. In examining texts students use
details from the text to analyze the influence of setting on
characters, plot, and resolution, explain cause and effect, and
identify the problem-solving processes of characters and the
effectiveness of solutions. |
| Handouts including graphic
organizers |
| Formative and
Summative
Assessment |
| Glossary
|
Unit
Plan: Lessons
| How Change Affects Our Lives |
Word |
HTML (with links to
documents) |
| Plot |
Word |
HTML (with links to
documents) |
| Getting Ready to Become an Adult - Part One |
Word |
HTML (with links to
documents) |
| Getting Ready to Become an Adult
- Part Two |
Word |
HTML (with links to
documents) |
| "Cat's in the Cradle" |
Word |
HTML (with links to
documents) |
| "The Bracelet" |
Word |
HTML (with links to
documents) |
| The Personal Narrative - Part One |
Word |
HTML (with links to
documents) |
| The Personal Narrative - Part Two |
Word |
HTML (with links to
documents) |
| The Personal Narrative - Part Three |
Word |
HTML (with links to
documents) |
| The Personal Narrative - Part Four |
Word |
HTML (with links to
documents) |
| The Personal Narrative - Part Five |
Word |
HTML (with links to
documents) |
Essential
Questions:
|
How does change affect our lives? |
| How does setting affect character, plot, and resolution? |
|
How do characters solve problems and how
effective are their solutions? |
|
How do sensory details enhance a personal
narrative? |
|
How does an understanding of cause and
effect help a reader follow the movement of the plot? |
|
How do writers sequence the events of a
plot? |
Summative Assessment and
Scoring Guides:
GRADE-LEVEL EXPECTATION CONTINUUM
Targeted
Learning for this unit represents the specific Grade-Level Expectations that
are taught and assessed in this unit. Mastery of these skills is expected
mastery of students at this grade level. Previous Learning indicates
students’ probable beginning skill level. Future Learning provides the
“next step” for instruction or student application of Communication Arts
skills and concepts. Bold type denotes the specific parts of a Grade -Level
Expectation addressed in the unit.
|
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
|
R2C Use details
from text to
- make
inferences about setting, character traits, problem and solution
and story events
- make
predictions
- draw
conclusions
- identify
cause and effect
- compare
and contrast various elements
- explain
author’s purpose
|
R2C Use
details from text to
- analyze
the influence of setting on characters, plot and resolution
(conflict and climax)
- explain
cause and effect
- identify
point of view and mood
-
identify the problem-solving processes of characters and the
effectiveness of solutions
|
R2C Use details
from text to
- identify
plot and sub-plot, theme and various types of conflict
- analyze
cause and effect
- identify
and explain point of view and mood
- determine
how an incident foreshadows a future event
- evaluate
the problem-solving processes of characters and the
effectiveness of solutions
|
|
W3A Write personal narrative text
that
- chronicles
a sequence of events
- focuses on
the development of a single event
|
W3A Write a personal narrative that
-
chronicles a sequence of three or more events
-
includes sensory detail
and dialogue
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W3A Write about personal experiences
and revise by adding details and literary devices such as metaphors
and symbols |
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